Unit:
Κατεύθυνση Εφαρμογές της Ψυχολογίας στη σχολική κοινότηταLibrary of the School of Philosophy
Supervisors info:
Φιλιππάτου Διαμάντω, Επίκουρη Καθηγήτρια, Τμήμα Ψυχολογίας, Εθνικό και Καποδιστριακό Πανεπιστήμιο Αθηνών
Λαμπροπούλου Αικατερίνη, Επίκουρη Καθηγήτρια, Τμήμα Ψυχολογίας, Εθνικό και Καποδιστριακό Πανεπιστήμιο Αθηνών
Πολυχρόνη Φωτεινή, Επίκουρη Καθηγήτρια, Τμήμα Ψυχολογίας, Εθνικό και Καποδιστριακό Πανεπιστήμιο Αθηνών
Original Title:
Ακαδημαϊκά συναισθήματα και κίνητρα αναφορικά με την παραγωγή γραπτού λόγου σε μαθητές τυπικής ανάπτυξης και σε μαθητές με μαθησιακές δυσκολίες
Translated title:
Academic feelings and motivations regarding the production of written speech in typically developed students of formal and in students with learning difficulties
Summary:
The main purpose of the current study was to investigate the academic feelings and motivations experienced by typically developed students and students with learning disabilities in the production of written speech. In addition, the study of the differences found in the above factors during the process of written expression in the classroom, in the study at home, as well as in written examination conditions was sought. The ultimate goal was to understand the role of psycho-emotional factors in written expression, in order to ensure the formation of a learning environment that cultivates student motivation and leads to a more effective form of learning. The sample of the research consisted of 60 students of elementary school (4th, 5th, 6th grade) and specifically 30 students with learning difficulties and 30 typically developed students. The results of the research showed the existence of a correlation between specific types of motivation with specific writing production skills, but also the relationship between academic emotions and motivation. In addition, it has been shown that students with typical development are characterized by increased motivation and more positive emotions than students with learning disabilities. Finally, in terms of gender and age, older students did not appear to differ significantly from younger ones in terms of motivation and emotions, while girls appeared to be superior to boys.
Main subject category:
Education - Sport science
Keywords:
Writing, Learning Disabilities, Academic Emotions, Learning Motivations
Number of references:
133
